Foothill College Krause Center for Innovation MERIT Program

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1 Foothill College Krause Center for Innovation MERIT Program An Evaluation of the 2010 & 2011 Programs December 2012 REPORT PREPARED BY: P.O. Box 1927, Watsonville, CA The Alameda, Suite 180, San José, CA Applied Survey Research 1

2 Table of Contents Table of Figures... 3 Executive Summary... 4 Introduction... 5 Overview... 5 Methodology... 6 Follow-Up Survey Results from 2010 & 2011 MERIT Participants... 9 Survey Sample... 9 Importance and Frequency of Using Computer Technology Technology Skills & Expertise st Century Skills Obstacles to Integrating Technology Professional Development Technology Integration among 2011 MERIT Teachers Summary of 2010 & 2011 Follow-Up Survey Results Interviews with MERIT Teachers and Principals Interviews with MERIT Teachers Interviews with Principals of MERIT Teachers Conclusion Applied Survey Research 2

3 Table of Figures Fig 1. Sample Teachers Backgrounds... 9 Fig 2. Teachers Perceived Importance of Computer Technology Fig 3. Frequency of Integrating Technology into Instruction Fig 4. Teachers Assessment of Technology Skills & Expertise at Pre and Post Fig 5. Teachers Level of Competency With Various Technologies for Instructional Purposes Fig 6. Teachers Technology Profile Comparison Fig 7. Teachers Beliefs and Practices, and School Emphasis on 21 st Century Skills Fig 8. Teachers Beliefs about Effectiveness of Computers as Classroom Tool for Fig 9. Obstacles to Integrating Technology Into Daily Curriculum Fig 10. Tech-Related Professional Development Hours Within District in Last Year Fig 11. Tech-Related Professional Development Hours Outside of District in Last Year Fig 12. Degree of Technology Integration using ISTE NETS-T Standards Applied Survey Research 3

4 Executive Summary The MERIT program at the Krause Center for Innovation (KCI) is a nearly year-long professional development program for K-12 teachers. It is designed to bolster teachers curriculum through the acquisition of technology skills that promote student learning through collaboration, creativity, critical thinking and digital literacy (i.e., 21 st Century Learning Skills). It includes a two-week summer institute, followed by a series of special projects and courses throughout the school year. This report is an evaluation of the program years and Its purpose is to investigate specific and long term impacts of the program on MERIT teachers and the educational environments in which they work. The study seeks to determine if teachers instructional practices involved more frequent and constructive use of technology as a result of their participation in MERIT, and how MERIT may have influenced the adoption of technology in other ways at their schools. The first half of the study is a follow-up analysis of survey data that compares teachers pre and post-program responses to a series of questions about their beliefs, skills, and practices regarding instructional technology. Forty-one out of 95 teachers completed the follow up survey, and their answers were matched against those of the pre survey they took before joining the program. The second half of the study summarizes the results of eight interviews conducted between September and December, 2012: four with MERIT teachers from 2010 and 2011, and four with those teachers principals. These teachers and principals worked at elementary, middle and high schools in the San Francisco/San Jose region. Results from the follow up surveys and interviews strongly support the conclusion that the MERIT program boosted the quality and quantity of technology-based instruction in the schools in which its participants currently teach. The program cultivated concrete technical skills that teachers did not possess before the program, and teachers used those skills more frequently than they did before the program. The type of skills they acquired ranged from collaboration and editing tools suitable for any type of educator such as Google Docs and video production and editing to subject-specific tools such as Geogebra. Within one or two years of joining the program, 85 percent of MERIT teachers described themselves as proficient or advanced technology users a 32 point increase from before the program. Teachers also increased their proficiency in specific skills that mapped to the Framework for 21st Century Learning. These skills include the use of digital tools to address students diverse learning styles, and the promotion and support of creative thinking. Furthermore, interviews with teachers and principals showed how the MERIT program fostered a collaborative and enthusiastic spirit among teachers that they carried back to their schools. The MERIT teachers at the four schools where interviews took place are considered leaders and ambassadors for instructional technology. Principals rely on them not only to know how to use technology in their classrooms, but to be the trainers, evaluators, and in-house experts for any new hardware and software that could benefit other teachers in the school or district. Applied Survey Research 4

5 Introduction Overview The Krause Center for Innovation (KCI) is a professional development center for K-14 teachers, headquartered at Foothill College in Lost Altos Hills, CA. Launched in 2000, the KCI s mission is to help teachers learn how to use technology effectively, both inside and outside the classroom, to better prepare their students for the modern workforce. The Center s focus on 21 st century learning skills seeks to educate teachers on how to evaluate and use technology resources in ways that promote creativity and innovation, critical thinking, collaboration, and communication. KCI supports three professional development initiatives: MERIT: Making Education Relevant and Interactive through Technology. MERIT seeks to help teachers from different grade levels and subject areas learn to evaluate and use various technology resources to enhance student learning, FAME: Faculty Academy for Mathematics Excellence. FAME seeks to develop teachers content knowledge and technology skills in pre-algebra and algebra teaching. FASTtech Classes: Courses on specific topics at Foothill College developed by the KCI for K- 14 educators. MERIT Program The focus of this report is the MERIT program. MERIT describes itself as research-based, educator development program designed to help teachers bolster their curriculum with student-centered, technology-enhanced learning activities to motivate, challenge and inspire the diverse learners and leaders of the future. 1 Each program year begins with an intensive two-week summer institute in July, and continues throughout the following school year until April. During the MERIT Summer Institute, teachers are introduced to a wide range of technology resources and teaching methods from MERIT instructors, and practice using new technology tools and collaborating with other teachers. During the school year, teachers continue to participate in the program by completing selected courses through MERIT or FASTtech, developing their own projects that incorporate technology, and attending professional conferences. Teachers are accepted into the program each year based on the quality of their applications. Applicants are asked to state the nature of their interest in and dedication to improving their instruction through the use of technological resources, and must receive a letter of support from their principal. Applicants 1 https://sites.google.com/site/kcimeritprogram/ Applied Survey Research 5

6 are encouraged to apply as pairs from the same school. Applicants from all grade levels are accepted, though there is a preference for teachers of math and science. Teachers receive other benefits from participating in MERIT, including continuing education credits and stipends for completing specific elements of the program. ASR Evaluation In May 2012, the KCI-MERIT leadership contacted Applied Survey Research about their interest in commissioning an in-depth and independent evaluation of the MERIT program. Although the MERIT leadership had routinely collected surveys from program participants before, during and after the programs, there had not been a thoroughly comprehensive study to investigate the specific and long term impacts of the program on MERIT teachers, their students, and the educational environments in which they worked. KCI-MERIT leadership and ASR agreed on a three-part approach to the evaluation. The first two parts comprise a short-term study of the two most recently completed program years: 2010 and To observe differences in teachers instructional practices, skills and attitudes, ASR proposed a 1-2 year follow-up analysis of survey data on the same questions teachers were asked before they joined the program. To gain further insight about 2010 and 2011 MERIT participants experiences as well as the context of those experiences during and after the program, ASR proposed to interview four teachers and their principals. This aspect of the evaluation was designed to be more open-ended, to give teachers and principals room to reflect on the program in their own words and with more nuance than is possible in an online survey. The results of the two aforementioned study designs are the subject of this report. The third element of the study is a longitudinal study of the 2012 MERIT program. Currently underway, this study follows MERIT teachers and their students, as well as a comparison cohort group of non- MERIT teachers and their students, over a two-year period. By using comparison groups, this study will provide a more robust basis for analyzing program effects than was possible for the 2010 and 2011 MERIT cohorts. The first report on results of this study is expected to be completed in summer Methodology Key Research Questions The key research questions for the 2010 and 2011 MERIT programs that this report seeks to answer are: How did the MERIT program impact teachers instructional practices? Did MERIT teachers increase their use of technology in their instruction? How did MERIT influence the way technology is embraced and used at the teachers schools? Applied Survey Research 6

7 Follow-Up Survey To examine how teachers skill levels, usage, and attitudes toward technology had shifted in the 1-2 years since they joined the program, each teacher from 2010 and 2011 was invited to take a follow-up (post) survey. This post-survey contained only those items from the pre-program survey that addressed teachers skills, teaching practices, and attitudes. The survey was hosted online by SurveyMonkey. The post-survey contained 53 items asking teachers to self-report on the following subject areas, using the same questions asked of them before they joined MERIT: 1. Skill level on specific hardware and software resources 2. Incorporation and emphasis on 21 st century learning skills 3. Importance of using technology for teaching 4. Frequency with which technology is used for teaching 5. Embrace of instructional technology at their school (environmental factor) All 95 MERIT teachers from 2010 and 2011 were ed an invitation from KCI MERIT to take the postsurvey in July By October, after repeated requests from MERIT, 41 teachers, or 43 percent, had completed the survey and the survey was then closed. Fifteen of the 41 teachers joined MERIT in 2010 and 26 joined in The survey data files from the 2010 and 2011 pre-surveys and the 2012 post-survey were then exported by ASR from SurveyMonkey into an SPSS file. The data of the 41 teachers who completed both surveys were matched into pairs, and then analyzed to identify changes from pre to post. Interviews The second half of the 2010/2011 evaluation was derived from interviews with four MERIT teachers and their principals. The selection and recruitment of the teachers and principals was based on their proximity to San Jose (to minimize travel costs of face-to-face interviews), and whether the teacher and the principal still worked at the same school. Moreover, ASR and MERIT staff attempted to recruit teacher-principal pairs from at least one of the three K-12 segments: elementary, middle and high school. A MERIT administrator proposed six pairs of teachers and principals, four of whom agreed to be interviewed by an ASR researcher at their school sites. The final sample of teachers included two elementary school teachers, one middle school language arts teacher, and one high school math teacher. The four teachers and four principals were interviewed separately. The interviews lasted minutes and took place between September and December ASR interviewers wrote and followed a detailed interview script, which was reviewed and approved by MERIT. Applied Survey Research 7

8 The interview questions for teachers focused on the following areas: 1. What were the most memorable or valuable aspects of the MERIT program? 2. What changes have you made to your classroom instruction and lessons since you participated in MERIT? 3. What outside-the-classroom opportunities, such as new grants or professional development efforts, have you pursued since the MERIT program? 4. Do you have any new professional goals or aspirations since your MERIT experience? 5. What obstacles did you face when attempting to implement new technology in your teaching? 6. How have students responded to the new technology at school? The interview questions for principals focused on the following areas: 1. Why did they support their teacher s participation in the MERIT program? What outcomes did they expect? 2. What specific changes and new skills have they observed in the 1-2 years since their teacher entered the program that they would attribute to MERIT? (including inside and outside the classroom) 3. How is instructional technology or other forms of technology embraced at their school? What are your goals for improving the use of technology in your school? Applied Survey Research 8

9 Follow-Up Survey Results from 2010 & 2011 MERIT Participants This section compares the results of the MERIT teacher surveys at both pre and post. Overall, 41 teachers completed both surveys (43 percent of the 95 teachers from both years). The data source for all figures is the pre and post MERIT surveys. Survey Sample Of the 41 MERIT teachers in the survey sample, 15 joined the MERIT program in 2010 and 26 joined in 2011 (Fig 1). Teachers were evenly spread among the three K-12 segments: 34 percent taught elementary school, 29 percent taught middle school, and 34 percent taught high school. Middle and high school teachers subject areas were spread evenly among English, math, science and social studies. The average level of teaching experience was 13 years at the start of the program, although they ranged from 1 to 29 years. Fig 1. Sample Teachers Backgrounds MERIT Program Year N Pct % % School Level Taught Elementary School 14 34% Middle School 12 29% High School 14 34% Admin/Support 1 2% Subject Area English 7 17% Math 5 12% Science 9 22% Social Studies 6 15% Other (career tech, world languages, home econ., advisory, PE) 4 10% N/A (Elem. School and Admin.) 15 37% Years of Experience Pre Post Average Range (Min Max) Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Some teachers listed more than one subject area. Applied Survey Research 9

10 Importance and Frequency of Using Computer Technology Importance of Using Technology In this section teachers were asked their opinion of the importance of computer technology for four separate professional functions. At pre, well over 50 percent of teachers already considered computer technology very important, the highest rating on a four-point scale. By the post survey, at least 70 percent of teachers on each question agreed the function in question was very important. At both pre and post-program, the area in which teachers felt computer technology was most important was Communications with other teachers, administrators, parents and students. The percentage of teachers who felt this was very important grew from 78 percent at pre to 95 percent at post, a 17 percentage point increase (Fig 2). The area of technology that increased the most in its importance to teachers concerned the use of technology As a teaching tool for students. The percentage of teachers who considered this very important rose 22 points, from 56 to 78 percent. Approximately two-thirds of teachers indicated that Administrative functions and Researching information for preparing lessons were very important tools for teachers at pre. Those rates increased by five and 10 points, respectively, at post. Fig 2. Teachers Perceived Importance of Computer Technology Job Function Communications with other teachers, administrators, parents and students Administrative functions such as attendance and grading Research information for preparing lessons As a teaching tool for students Importance of Technology Pre Post Change Not Important 0% 0% 0% Somewhat Important 2% 0% -2% Important 20% 5% -15% Very Important 78% 95% +17% Not Important 5% 2% -2% Somewhat Important 7% 0% -7% Important 22% 27% +5% Very Important 66% 71% +5% Not Important 0% 2% +2% Somewhat Important 7% 2% -5% Important 20% 12% -7% Very Important 73% 83% +10% Not Important 0% 0% 0% Somewhat Important 17% 2% -15% Important 27% 20% -7% Very Important 56% 78% +22% Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Applied Survey Research 10

11 Frequency of Integrating Technology into Instruction When asked before and after the program how frequently they integrate technology into their instruction, most teachers either increased their frequency or maintained daily integration of technology. The percentage of teachers who reported daily integration of technology grew from 44 percent to 78 percent of the sample (Fig 3). Overall, 44 percent of teachers increased the frequency of their technology integration from pre to post, and all but five teachers 88 percent of the total either increased their frequency or maintained daily integration of technology. Fig 3. Frequency of Integrating Technology into Instruction 100% Pre Post 80% 78% 60% 40% 44% 37% 20% 0% Daily 17% Couple times a week 12% 2% 2% 2% 5% 0% Weekly Couple times a month Less than once a month Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Technology Skills & Expertise In this section teachers were asked to evaluate their own level of expertise with specific hardware and software applications, to assess their competency in applying those skills in educational settings, and to describe their overall profile as a technology user on a scale from Early to Advanced. Teachers Current Expertise with Various Tools and Technology In Figure 4, below, the various technology tools are ranked in order of post-survey self-assessment. The skill areas in which teachers reported the most development from pre to post were in the areas of Collaborative/editing tools (e.g., Google Docs), Website Development, and Podcasting and/or screencasting. Applied Survey Research 11

12 Most of the skill areas with the least improvement at post were those with which the average teacher said he/she rarely or never needed help before joining MERIT, such as , Internet Research and Word Processing. Fig 4. Teachers Assessment of Technology Skills & Expertise at Pre and Post Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Teachers Level of Competence Using Technology for Instruction and Assessment Teachers were asked to rate their competence using technology for educational purposes. The six areas of competence listed in Figure 5 are abbreviated to fit within the chart. Overall there was significant improvement across all areas, with average ratings increasing from just beyond Slightly Competent to Competent. The differences between the different skill areas were minimal, however, at both pre and post. The highest rated area of competence, Using a classroom web site to make digital resources directly available to students and to communicate with students and their parents, had a posttest rating of 4.3 on a 1-5 scale, which was just 0.6 points above the lowest rated area, Using data analysis tools for student assessment and evaluation, which had a posttest rating of 3.7. Applied Survey Research 12

13 Fig 5. Teachers Level of Competency With Various Technologies for Instructional Purposes Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Teachers Self-Assessment of Technology Profile After rating their own competence in six separate areas, teachers were asked to select one of four general profiles that best describes them. At pre, 20 of 41 (48 percent) teachers considered themselves as Early or Developing in their overall use of technology. By the post-survey this number dropped to six (15 percent). Twenty-five out of 41 (61 percent) teachers reported a higher profile level at post than at pre, as indicated in the blue-shaded cells in Figure 6. Overall, 85 percent of teachers considered themselves proficient or advanced one or two years after joining the MERIT program. Fig 6. Teachers Technology Profile Comparison POST - PROFILE PRE - PROFILE EARLY DEVELOPING PROFICIENT ADVANCED TOTAL EARLY DEVELOPING PROFICIENT ADVANCED Total Pct 0% 15% 41% 44% 100% Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Shaded cells represent teachers who chose a higher technology profile at post than they did at pre. Applied Survey Research 13

14 21 st Century Skills This section is centered on teachers attitudes toward building 21 st century skills, which are a critical focus of the MERIT program, as well as their own and their schools actual emphasis on such skills in the curriculum. In general, there was little movement on these indicators as teachers made clear their embrace of 21 st century learning before they began the MERIT program. Figure 7 compares teachers responses to three items. On the first item, the belief that 21 st century skills are an emphasis at their school saw a slight decline, from 80 percent overall agreement at pre to 73 percent agreement at post. On the second item, 93 percent of sampled teachers had already agreed before the program that they incorporate 21 st century skills into their curriculum. At post, 100 percent of teachers agreed, and 66 percent strongly agreed. On the third item, there was no overall change from pre to post in teachers belief that Teaching 21 st century skills strengthens skills for standardized testing. Fig 7. Teachers Beliefs and Practices, and School Emphasis on 21 st Century Skills Strongly Disagree Somewhat Disagree Neither Somewhat Agree Strongly Agree Overall Agreement Teaching 21 st C. skills is an emphasis in my school I incorporate 21 st C. skills into my curriculum Teaching 21 st C. skills strengthens skills for standardized testing PRE (80%) POST (73%) PRE (93%) POST (100%) PRE (73%) POST (73%) Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Overall Agreement = Somewhat Agree + Strongly Agree How Effective Are Computers as a Classroom Tool? To gauge teachers beliefs about the effectiveness of computers as classroom tools to foster 21st century learning, teachers were queried on 11 different areas and asked to rate each item on a fourpoint scale from Not Effective to Very Effective. On average, teachers at pre already believed computers to be at least Effective for all types of learning, and increased those ratings marginally (0.3 points on a 1-4 scale) by the post survey. The area in which teachers felt computers were most effective at both pre and post was Engaging my students in the learning process. Applied Survey Research 14

15 Fig 8. Teachers Beliefs about Effectiveness of Computers as Classroom Tool for Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Applied Survey Research 15

16 Obstacles to Integrating Technology Teachers were asked to list the top three obstacles to integrating technology into their daily curriculum. Overall there was little change in obstacles from pre to post. The most common obstacle cited was Access to computers, followed by Time, Budget and Class size. Fig 9. Obstacles to Integrating Technology Into Daily Curriculum Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Applied Survey Research 16

17 Professional Development Teachers were asked about their professional development experiences in the previous 12 months in terms of computers and other classroom technology within and outside of their district before and after the program (not including MERIT). By and large, there was little change from pre to post in hours of PD received within the district (Fig 10). Fig 10. Tech-Related Professional Development Hours Within District in Last Year Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. However, as Fig 11 shows, there was dramatic increase in teachers who received more than 16 hours of PD outside the district in the last year, from 3 at pre to 13 at post. Fig 11. Tech-Related Professional Development Hours Outside of District in Last Year Source: 2010 and 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=41. Applied Survey Research 17

18 Technology Integration among 2011 MERIT Teachers In the final section of the 2011 pre-merit survey, teachers were asked 10 questions about their current practices related to the integration of technology for instructional purposes. These items are based on the ISTE NETS-T 2 standards for evaluating educators technology skills and knowledge. This section was not part of the 2010 pre-merit survey and thus cannot be analyzed for those 15 teachers. Although each set of answer choices was worded slightly differently to fit the question, for the purposes of analysis all answer choices were quantified to fit along a 5-point ordinal scale of implementation, with a midpoint of 3. The lowest rating a teacher could select for any question would indicate that the teacher does not follow that practice and would benefit from professional development in that area (1 point). The next items along the scale indicated increasingly higher levels of implementation and proficiency (2-4 points), with the highest rating generally representing regular and effective implementation of the NETS-T standard related to that question (5 points). Figure 12 plots the average answers at pre and the post survey for each of the 10 questions, in order of their post survey average ratings, plus an overall average rating for all 10 items. The cumulative average rating teachers gave themselves at pre placed them just below the mid-point of the scale (2.7), which grew by 1.1 point to 3.8 out of 5 at post. This suggests that teachers on average considered themselves to be at a stage where they could facilitate, help, and occasionally engage and design technology but still have room to improve as regular and effective practitioners of the ISTE NETS-T standards. The highest degree of post-merit implementation occurred in the area of Collaboration with students and other stakeholders such as parents, colleagues, and community members using digital tools to support student success (Question 22 on the MERIT pre survey). The average teacher rating of 4.1 on this item signifies a level at which teachers can use digital tools to collaborate with students and other stakeholders such as parents, colleagues, and community members to support student learning, problem solving, and students production of original work. Two items stand out for having the largest pre-to-post increases. The largest increase was observed in the use of digital tools to address students diverse learning styles (Q21 on the pre survey). Teachers average response here rose from 2.5 to 4.0. This equates to an average post survey response of: I occasionally facilitate student learning by recognizing preferred learning styles, and use specific strategies to incorporate digital tools to differentiate learning experiences. The second largest pre-to-post increase in technology integration involved the promotion and support of creative thinking (Q16 on the pre). This item was only asked at the pre survey of 2011 MERIT teachers. The average response rose from 2.6 to 4.0. This equates to an average post survey response of: I facilitate students creative thinking, developing new ideas, and developing innovative products by promoting and supporting these activities using digital tools. 2 ISTE: International Society for Technology in Education. NETS-T: National Educational Technology Standards for Teachers (http://www.iste.org/standards/nets-for-teachers) Applied Survey Research 18

19 Fig 12. Degree of Technology Integration using ISTE NETS-T Standards Source: 2011 MERIT Teacher Pre-Surveys and 2012 MERIT Follow-Up Survey. Note: N=26. Applied Survey Research 19

20 Summary of 2010 & 2011 Follow-Up Survey Results The analysis detailed above of 2010 and 2011 MERIT teachers strongly suggest that the MERIT program significantly and positively influenced the views and practices of teachers regarding the use and value of technology as an instructional tool. Attitudes / Beliefs After completing the MERIT program, there was a 22 percent increase in teachers who believe that technology is very important as a teaching tool for students (Fig 2). On average, teachers believed in the overall effectiveness of computers as a teaching tool before they joined the program, and those beliefs nudged only slightly upward after completing the program (Fig 8). Skills / Expertise 34 percent more teachers reported using technology on a daily basis after the program than said so before the program (Fig 3). Out of 14 different skill areas, teachers skills with Collaborative/Editing Tools (Google Docs) increased an average of 1.7 points on 6-point scale of expertise, equivalent to a 28 percent increase, the largest of any skill area (Fig 4). Teachers average self-assessment of their competence using various tools for instructional and assessment purposes rose from Slightly Competent to Competent (Fig 5). 61 percent of teachers reported a higher overall level of technology skills and confidence at post than at pre. Overall, 85 percent of teachers described themselves proficient or advanced one or two years after joining the MERIT program (Fig 6). Technology Integration and Other Experiences The two largest increases in technology integration were reported in the use of digital tools to address students diverse learning styles, and the promotion and support of creative thinking (2011 teachers, Fig 12). The type of obstacles teachers faced at their schools changed little from pre to post. By far the most common obstacle before and after the program was access to computers (Fig 9). Ten additional MERIT teachers had gained 16 or more hours of PD outside the district (not including MERIT) after having been through the MERIT program (Fig 11). Applied Survey Research 20

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